Effective In-Service Training Design and Delivery PDF

Bluestone et al.
Human Resources for Health 2013, 11:51

http://www.human-resources-health.com/content/11/1/51
RESEARCH
Open Access
Effective in-service training design and delivery:

evidence from an integrative literature review
Julia Bluestone1*, Peter Johnson1, Judith Fullerton2, Catherine Carr1, Jessica Alderman3 and James BonTempo1
Abstract
Background: In-service training represents a significant financial investment for supporting continued competence
of the health care workforce. An integrative review of the education and training literature was conducted to
identify effective training approaches for health worker continuing professional education (CPE) and what evidence
exists of outcomes derived from CPE.
Methods: A literature review was conducted from multiple databases including PubMed, the Cochrane Library and
Cumulative Index to Nursing and Allied Health Literature (CINAHL) between May and June 2011. The initial review
of titles and abstracts produced 244 results. Articles selected for analysis after two quality reviews consisted of
systematic reviews, randomized controlled trials (RCTs) and programme evaluations published in peer-reviewed
journals from 2000 to 2011 in the English language. The articles analysed included 37 systematic reviews and 32
RCTs. The research questions focused on the evidence supporting educational techniques, frequency, setting and
media used to deliver instruction for continuing health professional education.
Results: The evidence suggests the use of multiple techniques that allow for interaction and enable learners to
process and apply information. Case-based learning, clinical simulations, practice and feedback are identified as
effective educational techniques. Didactic techniques that involve passive instruction, such as reading or lecture,
have been found to have little or no impact on learning outcomes. Repetitive interventions, rather than single
interventions, were shown to be superior for learning outcomes. Settings similar to the workplace improved skill
acquisition and performance. Computer-based learning can be equally or more effective than live instruction and
more cost efficient if effective techniques are used. Effective techniques can lead to improvements in knowledge
and skill outcomes and clinical practice behaviours, but there is less evidence directly linking CPE to improved
clinical outcomes. Very limited quality data are available from low- to middle-income countries.
Conclusions: Educational techniques are critical to learning outcomes. Targeted, repetitive interventions can result
in better learning outcomes. Setting should be selected to support relevant and realistic practice and increase
efficiency. Media should be selected based on the potential to support effective educational techniques and
efficiency of instruction. CPE can lead to improved learning outcomes if effective techniques are used. Limited data
indicate that there may also be an effect on improving clinical practice behaviours. The research agenda calls for
well-constructed evaluations of culturally appropriate combinations of technique, setting, frequency and media,
developed for and tested among all levels of health workers in low- and middle-income countries.
Keywords: In-service training, Continuing professional education, Continuing medical education, Continuing
professional development
* Correspondence: [email protected]
Equal contributors
1
Jhpiego Corporation, 1615 Thames Street, Baltimore, MD 21231, USA
Full list of author information is available at the end of the article
2013 Bluestone et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative
Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
Bluestone et al. Human Resources for Health 2013, 11:51

Background
The need to increase the effectiveness and efficiency of
both pre-service education and continuing professional
education (CPE) (in-service training) for the health workforce has never been greater. Decreasing global resources
and a pervasive critical shortage of skilled health workers
are paralleled by an explosion in the increase of and access
to information. Universities and educational institutions
are rapidly integrating different approaches for learning
that move beyond the classroom [1]. The opportunities
exist both in initial health professional education and
CPE to expand education and training approaches beyond classroom-based settings.
An integrative review was designed to identify and review the evidence addressing best practices in the design
and delivery of in-service training interventions. The use
of an integrative review expands the variety of research
designs that can be incorporated within a reviews inclusion
criteria and allows the incorporation of both qualitative
and quantitative information [2]. Five questions were formulated based on a conceptual model of CPE developed
by the Johns Hopkins University Evidence-Based Practice
Center (JHU EPC) for an earlier systematic review of
continuing medical education (CME) [3]. We asked
whether: 1. particular educational techniques, 2. frequency
of instruction (single or repetitive), 3. setting where instruction occurs, or 4. media used to deliver the instruction
make a difference in learning outcomes; and, 5. if there was
any evidence regarding the desired outcomes, such as
improvements in knowledge, skills or changes in clinical
practice behaviours, which could be derived from CPE,
using any mixture of technique, media or frequency.
Methods
Inclusion/exclusion criteria
Articles were included in this review if they addressed

any type of health worker pre-service or CPE event, and
included an analysis of the short-term evaluation and/or
assessment of the longer-term outcomes of the training.
We included only those articles published in English
language literature. These criteria gave priority to articles
that used higher-order research methods, specifically
meta-analyses or systematic reviews and evaluations that
employed experimental designs. Articles excluded from
analysis were observational studies, qualitative studies,
editorial commentary, letters and book chapters.
Search strategy
A research assistant searched the electronic, peer-reviewed

literature between May and June 2011. The search was
conducted on studies published in the English language
from 2000 to 2011. Multiple databases including PubMed,
the Cochrane Library and Cumulative Index to Nursing
and Allied Health Literature (CINAHL) were utilized in
Page 2 of 26
the search. Medical subject headings (MeSH) and key

search terms are presented below in Table 1.
Study type, quality assessment and grade
An initial review of titles and abstracts produced 244 results. We identified the strongest studies available, using a
range of criteria tailored to the review methodology. Initial
selection criteria were developed by a panel of experts.
Grading and inclusion criteria are presented in Table 2.
The grading criteria were adapted from the Oxford Centre
for Evidence-Based Medicine (OCEMB) levels of evidence
model [4]. Grading of studies included within systematic
reviews was reported by authors of those reviews and was
not further assessed in this integrative review. Therefore,
reference to quality of studies in our report refers to those a
priori judgments. Only tier 1 articles (grades 1 and 2) were
included in our analysis.
After prioritization of the articles, 163 tier 1 articles
were assessed by a senior public health professional to
determine topical relevance, study type and grade. A total
of 61 tier 1 studies were selected to be included in the
analysis following this second review. An additional hand
search of the reference lists cited in published studies
was conducted for topics that were underrepresented,
specifically on the frequency and setting of educational
activities. This search added eight articles for a total of
69 studies, including 37 systematic reviews and 32 randomized controlled trials (RCTs), see inclusion process
for articles included in analysis, Figure 1.
A data extraction spreadsheet was developed, following
the model offered in the Best Evidence in Medical Education (BEME) group series [5] and the conceptual model
and definition of terms offered by Marinopoulos et al. in
the JHU EPC earlier review of CME [3]. Categorization
decisions were necessary in cases when the use of terminology was inconsistent with the Marinopoulos et al. definitions of terms for CPE [3]. For example, an article that
analysed distance learning as a technique and used the
computer as the medium to deliver an interactive elearning course was coded and categorized as an interactive technique delivered via computer as the
medium of instruction. See illustration of categorization
terminology in panels A, B, and C, Figure 2, for an illustration of how terminology was used to categorize
and organize articles for analysis.
Results
Selected articles that best represent common findings
and outcomes (effects) of CPE are discussed in the results
and discussion sections; the related tables present all
the articles analysed and categorized for that topic, and
each article is included only once. Relevant information obtained from educational psychology literature is
referenced in the discussion.

Page 3 of 26
Table 1 Medical subject headings (MeSH) and key search terms

Group-based education
Asynchronous distance learning
Nursing education
Facility-based education
Synchronous distance learning
Medical education
On-the-job education
Online learning
Teaching methods
Group-based training
Distance learning
Health care professionals
Facility-based training
Continuing medical education
Education methods
On-the-job training
Continuing nursing education
Continuing education methods
Point-of-care training
Nursing education methods
Mobile technologies
Medical education methods
Techniques
The articles or studies that specifically addressed educational techniques are summarized in Table 3. Technique
refers to the educational methods used in the instruction.
Technique descriptions are based on the Marinopoulos
et al. definitions of terms [6] and reflect the approaches
defined in the articles analysed.
Case-based: use of created or actual clinical cases that
present materials and questions
Though case-based learning was not specifically compared

with other techniques in the literature reviewed, it was
often noted as a method in articles that discussed
interactive techniques. Case-based learning was also
noted as a technique used for computer-delivered CPE
courses. Triola et al. compared types of media utilized
for case-based learning and found positive learning outcomes both with the use of a live standardized patient
and a computer-based virtual patient [7].
Didactic/lecture: presenting knowledge content; facilitator
determines content, organization and pace
Lecture was often referred to in the literature as traditional

instruction, lecture-based or didactic teaching. Didactic
instruction was not found to be an effective educational
technique compared with other methods. Two studies
[8,9] found no statistical difference in learning outcomes,
and three studies found didactic to be less effective than
other techniques [10-12]. Reynolds et al. compared didactic
instruction with simulation. The study was limited by small

sample size (n = 50), but still demonstrated that the simulation group had a significantly higher mean post-test score
(P <0.01) and overall higher learner satisfaction [12].
Several systemic reviews that compared didactic instruction to a wide variety of teaching approaches also
identified didactic instruction as a less effective educational technique [13-15].
Feedback: providing information to the learner about
performance
Multiple articles identified feedback as important for

outcomes [16-18]. Herbert et al. compared individualized
feedback in the form of a graphic (a prescribing portrait
based on personal history of drug-prescribing practices) to
small group discussion of the same material and found
that both the feedback and the live, interactive session
were somewhat effective at changing physicians prescribing behaviours [16]. The Issenberg et al. systematic
review of simulation identified practice and feedback as
key for effective skill development [17]. A Cochrane review
of the evidence to support CPE suggested the importance
of feedback and instructor interaction in improving
learning outcomes [18].
Games: competitive game with preset rules
The use of games as an instructional technology was

addressed in one rigorous systematic review. The authors
found only a limited number of studies, which were of low
Table 2 Grading criteria

Design
Type of groups
Literature grade
Meta-analysis or systematic review
NA
Experimental
Between subjects (experimental and control)
Within subjects (crossover)
Quasi-experimental
Non-equivalent control group
Repeated measures
Pre-experimental
Comparison group
NA not applicable.
Pre-test/post-test
Post-test only
Tier
1

Page 4 of 26
Journal
Database
Titles and
Abstract Review
244
81
Excluded for data
quality control
133
Grade One
30
Grade Two
61
First Tier
102
Excluded for data
quality control
8
Added after
hand review
First Quality
Review
Second Quality
Review
Additional
Time and Setting
Hand Search
69
First Tier
37
Systematic
Reviews
32
Randomized
Control Trials
Figure 1 Inclusion process for articles included in the analysis.
to moderate methodological quality and offered inconsistent results. Three of the five RCTs included in the review
suggested that educational games could have a positive
effect on increasing medical student knowledge and that
they include interaction and allow for feedback [19].
Interactive: provide for interaction between the learner and
facilitator
Five articles specifically compared interactive CPE to

other educational techniques. De Lorenzo and Abbot
found interactive techniques to be moderately superior
for knowledge outcomes than didactic lecture [10]. Two
other studies found interactive techniques were more
effective when feedback from chart audits was added to
the intervention [16,20].
Three systematic reviews and one meta-analysis specifically noted the importance of learner interactivity or engagement in learning in achieving positive learning outcomes
[21-24] (refer to summary of articles focused on outcomes).
Point-of-care (POC): information provided as needed, at the
point of clinical care
Figure 2 Illustration of categorization terminology in panels a-c.
Two articles and one systematic review specifically

addressed point-of-care (POC) as a technique. The systematic review included three studies and concluded
that while the findings were weak, they did indicate that
POC led to improved knowledge and confidence [25]. In
an examination of media, Leung et al. determined that
handheld devices were more effective than print-based,
POC support, although outcome measures were selfreported behaviours [26]. You et al. found improved
performance on a procedure among surgical residents who
Citation
Study design
Participants
Aki E et al. 2010
Systematic review: five articles reviewed to Mostly medical students

determine the effectiveness of educational
gaming on learning
Intervention
Key findings
Technique: educational games
Findings in three of the five RCTs suggested

but did not confirm a positive effect of the
games on medical students knowledge.
Media: multiple
Frequency: NR
Blaya J et al. 2010
Systematic review: 45 articles included for Nurses in developing countries Technique: didactic vs POC
review, only three related to POC support,
Media: computer-based vs live
included qualitative and quantitative data
Frequency: NR
Bruppacher H et al. 2010
Prospective, single-blinded RCT to

determine if simulation or interactive
techniques are better for teaching
weaning a patient from anaesthesia
Anaesthesiology trainees,
post-graduate year 4
Technique: simulation vs interactive
I = 10, C = 10
Media: live
Country: China
Frequency: single
POC findings: studies were weak but indicated

knowledge improved and increased rapport in
trusting personal judgment.
The simulation group scored significantly
higher than the seminar group at both
post-test and retention test. Clinical
decision-making/psychomotor skills can
be acquired via simulation.
Intervention group received simulation-based

training; control group received an interactive
seminar.
Daniels K et al. 2010
Prospective RCT to determine if simulation

is more effective than didactic in obstetric
emergency management
Residents and labour and

delivery nurses
Technique: simulation vs interactive
I = 16, C = 16
Media: live
Country: USA
Frequency: single
training; control group received an interactive
seminar.
Simulation-trained teams had superior

performance scores when tested in a labour
and delivery drill. In an academic training
programme, didactic and simulation-trained
groups showed equal results on written test
scores.
De Lorenzo R and
Abbott C 2004
RCT to determine if the adult learning

Army medic students
model improves student learning in terms
n = 150, I = 81, C = 69
of cognitive performance and perception
of proficiency in military medic training
Country: USA
The adult learning model offered only a

modest improvement in cognitive evaluation
Media: live
scores over traditional teaching. Additionally,
students in the traditional teaching model
Frequency: single
assessed themselves as proficient more
Intervention group emphasized the principles frequently than instructors, whereas
of adult learning including small group
instructor and student perception of
interactive approach, self-directed study,
proficiency were more closely matched in
multimedia didactics and intensive integrated the adult learning model.
practice of psychomotor skills; control group
received a traditional, lecture-based course.
Harder BN 2010
Systematic review: 23 articles reviewed to

evaluate the use of clinical simulation in
health care education
Technique: simulation
Health professionals

Table 3 Summary of articles focused on techniques
Technique: interactive vs didactic
Media: multiple
Frequency: single
Page 5 of 26
Inconclusive evidence about the use of

simulation due to a low number of studies.
However, the use of simulation, as opposed
to other education and training methods
(motor skills laboratory sessions with task
trainers, computer-based instruction and
lecture classes), increased students clinical
skills in the majority of studies.
Herbert C et al. 2004
RCT to assess the impact of individualized

feedback and live, interactive group
education on prescriptive practices
Physicians
Issenberg S et al. 2005
Systematic review: 109 studies reviewed

to determine the use of high-fidelity
medical simulations that lead to most
effective learning
Lamb D 2007
Technique: audit and feedback vs interactive Increase in prescribing preference for correct
plus audit and feedback vs interactive session drug class in module and prescribing
only vs nothing
portraits (graphic comparisons between
individual, group and evidence based
I1 = 48, audit and feedback only; Media: live
prescribing practices) group. Evidence-based
I2 = 47, interactive module only;
educational interventions combining
I3 = 49, interactive plus audit
personalized prescribing feedback with
and feedback; C = 56, nothing
interactive group discussion can lead to
modest but meaningful changes in physician
4,394 charts reviewed
Frequency: single
prescribing.
Country: Canada
Media: multiple
Frequency: both single and multiple
Literature review: nine articles reviewed to Health professionals

determine effectiveness of experiential
(focused on simulations) learning
Media: multiple
The weight of the best available evidence

suggests that high-fidelity medical
simulations facilitate learning under the right
conditions. These conditions include:
providing feedback, repetitive practice,
curriculum integration, range of difficulty,
multiple learning strategies, capture clinical
variation, controlled environment,
individualized learning, defined outcomes
and simulator validity.

Table 3 Summary of articles focused on techniques (Continued)
None of the studies showed conclusively

that simulated learning improves patient
outcome; however, evidence suggests
human patient simulators to be
advantageous over other modalities. They
have been proven to be at least as effective
as traditional teaching by didactic methods.
Both human patient simulators (models)
and computer-simulations may be effective.
Cluster randomized trial of 122 general

practitioners to determine if chart audits
and feedback reminders after a CME
event lead to better adherence to clinical
guidelines
General practitioners
Technique: audit and feedback plus

interactive vs interactive only
This study demonstrated significantly

improved adherence in the intervention
group using chart audits vs CME alone. The
n = 122, I = 61, C = 61
Media: live
magnitude of the difference observed
between the two groups in absolute pre-post
Chart audit of 2,344 consenting Frequency: single vs multiple
intervention change is consistent with
patient charts
previous studies on the effectiveness of
Country: Canada
Intervention group and control group received chart prompting in preventive care.
the same CME intervention, a 2-hour live,
interactive workshop. The intervention group
also received six monthly follow-up visits from
a nurse that included chart screening, audits
and feedback, and a print-based checklist
distribution and print summary of expert
recommendations.
Lin C et al. 2010
RCT to determine if peer-tutored, PBL is

preferable to didactic-based instruction
for teaching nursing ethics
Nursing students
Technique: PBL vs didactic
I = 72, C = 70
Media: live
Country: Taiwan
Frequency: single
Peer-tutored, PBL was shown to be more

effective than conventional lecture-type
teaching. Peer-tutored, PBL has the potential
to enhance the efficacy of teaching nursing
Page 6 of 26
Laprise R et al. 2009
McGaghie W et al. 2009a
Merien A et al. 2010
Systematic review: nine of the JHU EPC

systematic review articles reviewed to
determine the effectiveness of simulation
methods in medical education outside
of CME
Systematic review: eight articles reviewed

to determine the effectiveness of
team-based training for obstetric care
Intervention group received PBL technique;

control group received didactic-based
instruction.
ethics in situations in which there are

personnel and resource constraints.
Due to a low number of studies, evidence on

simulation methods is inconclusive. However,
the direction of evidence points to the
effectiveness of simulation training, especially
for psychomotor and communication skills.
Data analysis revealed a highly significant
dose-response relationship among practice
and achievement, with more practice
producing higher outcome gains.
Media: multiple
Technique: team-based
Media: live
Frequency: NR
Murad MH et al. 2010
Systematic review: 59 articles (enrolled

8,011 learners) reviewed to determine
effectiveness of self-directed learning
Technique: self-directed
Media: multiple
Frequency: NR
Perry M et al. 2011
Reynolds A et al. 2010
Systematic review: six articles representing Health professionals

five studies were reviewed to determine
the effect of educational interventions in
primary dementia care
RCT to compare students knowledge

using either simulation or didactic lecture
Midwifery students
I = 26, C = 24
Country: Portugal
Technique: multiple
Media: multiple
Due to a low number of studies, evidence

on teamwork training in simulation is
inconclusive. However, introduction of
multidisciplinary teamwork training with
integrated acute obstetric training
interventions in a simulation setting is
potentially effective in the prevention of
errors, thus improving patient safety in
acute obstetric emergencies.

Moderate-quality evidence suggests that

self-directed learning in health professions
education is associated with moderate
improvement in the knowledge domain
compared with traditional teaching methods,
and may be as effective in the skills and
attitudes domains.
Interactive workshops and decision support
systems led to increased detection rates.
Evidence shows moderate improvements
in knowledge and techniques that required
active participation tended to improve
detection rates.
Technique: simulation vs didactic
A significantly higher short-term reinforcement

of knowledge and greater learner satisfaction
Media: live
was obtained using simulation-based training
compared to image-based lectures when
Frequency: single
teaching routine management of normal
Intervention group received simulation-based delivery and resolution of shoulder dystocia
training; control group received didactic
to midwives in training.
lectures with print visuals.
Page 7 of 26
Smits P et al. 2003
RCT to compare effectiveness of PBL vs

didactic for management of mental
health problems
Post-graduate medical trainees
I = 59, C = 59
Media: live
Country: the Netherlands
Frequency: single
instruction.
Steadman R et al. 2006
RCT to determine if simulation is better

than PBL for teaching assessment and
management skills
4th year medical students
Technique: simulation vs PBL
I = 15, C = 16
Media: live
Country: USA
Frequency: single
The study found that both PBL and

didactic-based instruction were effective, but
had no statistical difference. The PBL
programme appeared to be more effective
than the lecture-based programme in
improving performance, but received less
favourable evaluations.
Simulation-based teaching was superior to
PBL for the acquisition of critical assessment
and management skills.

teaching; control group received PBL.
Sturm L et al. 2008

determine if skills acquired by
simulation-based training transfer to the
operative setting
Surgeons
Media: multiple
Werb S and Matear D 2004 Systematic review: three systematic

reviews and nine original research articles
reviewed to examine evidence-based
clinical teaching and faculty continuing
education
Allied health professionals
White M et al. 2004
Physicians
I = 23, C = 29
Media: live
Country: Canada
Frequency: single
RCT to investigate effectiveness of PBL vs

didactic for asthma management
Technique: PBL
Media: multiple

instruction.
Young J and Ward J 2002
Technique: self-directed vs reading

Media: print
Frequency: single
Intervention group received a self-directed
learning module; control group received
guidelines only.
PBL and evidence-based health care

interventions were effective in increasing
students knowledge of medical topics and
their ability to search, evaluate and appraise
medical literature. Dental students in a PBL
curriculum, emphasizing evidence-based
practices, scored higher on the National
Dentistry Boards, Part I, than students in
traditional curricula.
There was no significant difference in
knowledge gained or satisfaction with the
facilitator between the PBL group and the
lecture-based group. The PBL group rated
the educational value higher than the
didactic group.
Modest changes from baseline to post-test

for both the distance learning group and
self-directed group suggest a lack of
significant evidence to support a distance or
self-directed approach to address changes
in practice.
Page 8 of 26
Randomized trial to determine the effect Family physicians

of self-directed (distance) learning on
knowledge, attitudes and practices related I = 26, C = 27
to smoking cessation
Country: Australia
Due to limited quality and methodology and

a lack of relevant studies, a weak conclusion
can be made supporting the transfer of skills
developed in simulation to the operative
setting. Evidence from one study showed
better performance for participants who
received simulation-based training before
undergoing patient-based assessment than
their counterparts who did not receive
previous simulation training.

Yuan H et al. 2008
Systematic review: 10 studies reviewed to

determine the evidence to support PBL
Nursing students
Technique: PBL
Media: multiple
Zurovac D et al. 2011
Cluster RCT at 107 rural health facilities to

determine if text-message reminders
would improve provider adherence to
national malaria treatment guidelines
Technique: reminders
119 health workers
Media: mobile phone
Case-management practices
Frequency: repetitive
were assessed for 2,269 children
who needed treatment
I = 1,157, C = 1,112
Country: Kenya
Inconclusive evidence to support PBL. While

several studies showed increased reported
self-confidence in ability to make decisions,
and several showed increased skills in critical
thinking questions from the PBL group,
overall findings were inconclusive due to a
lack of quality studies.
The use of mobile technology showed
significant improvement in case management
practice for paediatric malaria cases among
physicians with repetitive text-message
reminders compared to control group.
Intervention group received repetitive text

messages over a 6-month period; control
group received nothing.
JHU EPC systematic review. C Control, CME Continuing medical education, I Intervention, JHU EPC Johns Hopkins University Evidence-Based Practice Center, NR Not reported, PBL problem-based learning,
POC point-of-care, RCT randomized controlled trial.

Page 9 of 26

received POC mentoring via a video using a mobile device, compared with those who received only didactic
instruction [27].
Problem-based learning (PBL): present a case, assign
information-seeking tasks and answer questions about the
case; can be facilitated or non-facilitated
Four articles specifically compared problem-based learning

(PBL) to other methods. One study identified PBL as
slightly better [11], and two studies indicated it to be
relatively equal to didactic instruction [8,9]. A systematic
review of 10 studies on PBL reported inconclusive evidence
to support the approach, although several studies reported
increased critical thinking skills and confidence in making
decisions [28].
Reminders: provision of reminders
The Zurovac et al. study conducted in Kenya found that

using mobile devices for repetitive reminders resulted in
significant improvement in health care providers case
management of paediatric malaria, and these gains were
retained over a 6-month period [29]. Intention-to-treat
analysis showed that correct management improved by
23.7% (95% confidence interval (CI) 7.6 to 40.0, P <0.01)
immediately after intervention and by 24.5% (95% CI 8.1 to
41.0, P <0.01) 6 months later, compared with the control
group [29]. Reminders were also noted as an effective
technique by two of the systematic reviews [13,14].
Self-directed: completed independently by the learner based
on learning needs
This term was difficult to extract for analysis due to

widely varying terminology. Some authors used the term
distance learning, and some used it to define the medium
of delivery, rather than technique. This analysis specifically
discusses articles that were consistent with the description
for self-directed learning, even if the authors used different terminology.
A recent systematic review identified that moderatequality evidence suggests a slight increase in knowledge
domain compared with traditional teaching, but notes
that this may be due to the increased exposure to content
[30]. One RCT found modest improvements in knowledge
using a self-directed approach, but noted it was less effective at impacting attitudes or readiness to change [31].
Multiple studies focused on use of the computer as the
medium to deliver instruction and noted that self-directed
instruction was equally (or more) effective as instructorled didactic or interactive instruction and potentially
more efficient.
Simulation may include models, devices, standardized
patients, virtual environments, social or clinical situations
that simulate problems, events or conditions experienced
in professional encounters [17]. Simulation was noted as an
Page 10 of 26
effective technique for promotion of learning outcomes

across the systematic reviews, particularly for the development of psychomotor and clinical decision-making
skills. The systematic reviews all highlighted inconclusive
and weak methodology in the studies reviewed, but noted
sufficient evidence existed to support simulation as useful
for psychomotor and communication skill development
[32-34] and to facilitate learning [35]. The systematic review
by Lamb suggests that patient simulators, whether computer or anatomic models, are one of the more effective
forms of simulations [36].
Outcomes of the four separate RCTs indicated simulation
was better than the techniques to which they were
compared, including interactive [37,38], didactic [12] and
problem-based approaches [35]. A study by Daniels et al.
found that although knowledge outcomes were similar between the interactive and simulation groups, the simulation
team performance in a labour and delivery clinical drill was
significantly higher for both shoulder dystocia (11.75 versus
6.88, P <0.01) and eclampsia (13.25 versus 11.38, P = 0.032)
at 1 month post-intervention [38].
Simulation was also found to be useful for identifying
additional learning gaps, such as a drill on the task of
mixing magnesium sulfate for administration [39]. A systematic review focused on resuscitation training identified
simulation as an effective technique, regardless of media
or setting used to deliver it [40].
Team-based: providing interventions for teams that provide
care together
Articles discussed here focused on the technique of providing training to co-workers engaged as learning teams.
One systematic review of eight studies found that there is
limited and inconclusive evidence to support team-based
training [41]. Two of the articles reporting on the same
CPE study did not identify any improvements in performance or knowledge acquisition with the addition of
using a team-based approach [39,42].
Frequency
This review included consideration of frequency, comparing single versus repetitive exposure. The findings regarding
frequency are summarized in Table 4.
The three articles focused on frequency all support the
use of repetitive interventions. These studies evaluated
repetition using the Spaced Education platform (now called
Qstream), an Internet-based medium that uses repeated
questions and targeted feedback. The evidence from these
three articles demonstrated that repetitive, time-spaced
education exposures resulted in better knowledge outcomes,
better retention and better clinical decisions compared with
single interventions and live instruction [43-45].
The use of repetitive or multiple exposures is supported
in other systematic reviews of the literature, as well as one
Citation
Study design
Participants
Kerfoot BP et al. 2007 RCT to determine if spacing principles Five cohorts with 76 to 80 urology
can improve acquisition and retention residents in each cohort
of medical knowledge
Of 537 participants, 400 (74%)
completed the online staggered tests
and 515 (96%) completed the
In-Service Examination
Intervention
Key findings
Frequency: multiple vs single
Conclusive evidence to support repetitive,

spaced education in online learning, since
residents in the spaced education cohort
demonstrated significantly greater online
test scores than those in the bolus cohort.
The scores for the spaced cohort remained
stable with no overtime, while test scores in
the bolus cohort demonstrated a significant
linear decrease.
Cohort 1 = bolus, single intervention;

Cohort 2 = multiple, spaced
intervention
Media: Internet-based
Country: USA and Canada
Cohort 1 received bolus education of 96 study

questions (June 2005); Cohort 2 received daily
emails over 27 weeks (June to December 2005),
each with one to two questions in spaced
pattern. In November 2005, all participants
completed the urology exam. Participants were
randomized to five cohorts and completed a
32-item online test at staggered time points
(1 to 14 weeks) after completion of Spaced
Education.
Kerfoot BP et al. 2009 RCT to determine if Spaced Education Urologists and urology residents
is an effective form of CME
Completed by 71% of urologists
and 83% of residents

Media: Internet-based
Country: USA (March to July 2007)
A total of 160 urologists and 320 urology residents

were randomized to one of two cohorts.
Participants were stratified by training level
(urologist in practice vs resident) and urology
training year (residents only) and were block
randomized (block size = 8) to one of two
cohorts. Participants in Cohort 1 received the
3-cycle ISE course on the HP CPGs, with 24
control items on the SIA CPGs in cycle 3.
Participants in Cohort 2 received the 3-cycle
ISE course on SIA CPGs, with 24 control items
on HP CPGs in cycle 3. The trial was structured
in this manner to allow the topic-specific
learning gains from the ISE courses to be
identified in cycle 3. Since the 24 items are
presented simultaneously to both cohorts in
cycle 3, the learning gains of physicians who
had completed two cycles of the ISE
programme could be directly compared with
those physicians who were presented with the
material for the first time (controls).
Conclusive evidence to support the use of

ISE programmes. Knowledge scores of ISE
intervention were statistically significantly
higher than those of the control bolus
method.
Page 11 of 26
Cohort 1 = 80 urologists, 160

residents, completed by 196;
Cohort 2 = 80 urologists, 160
residents, completed by 182

Table 4 Summary of articles focused on frequency
Kerfoot BP et al. 2010 RCT to determine if Spaced Education Urology residents

can effect knowledge transfer and the
Cohort 1 = 164; Cohort 2 = 194
ability to make diagnostic decisions
Country: USA (June 2007 to June 2008) Media: Internet-based
Transfer and retention of diagnostic skills
between Spaced Education vs bolus, WBT
All residents were sent both spaced education
and WBT, but the set of topics delivered by
each method varied by cohort. Residents in
Cohort 1 received three cycles of spaced
education on prostate-testis (weeks 1 to 4, 5 to
8, and 13 to 16) and three WBT modules on
bladder-kidney (weeks 14 to 16). Residents in
Cohort 2 received three cycles of spaced
education on bladder-kidney (weeks 1 to 4, 5 to
8, and 13 to 16) and three WBT modules on
prostate-testis (weeks 14 to 16). The spaced
education items were delivered each weekday
through emails containing one question/answer,
and the spaced education material was
distributed in three cycles or repetitions to take
advantage of the spacing effect. The WBT used
the identical content and delivery system, with
the questions aggregated into three
20-question modules delivered through
separate emails in week 14. The trial was
specifically structured to ensure that within a
given set of topics (bladder-kidney or
prostate-testis) the only difference between
intervention cohorts was the spacing of content.
Conclusive evidence to support spaced,

web-based education compared to WBT.
Spaced education demonstrated a statically
significant increase in knowledge and
long-term retention of knowledge
compared with bolus web-based modules
that delivered the same content of
histopathology diagnostic skills.

Table 4 Summary of articles focused on frequency (Continued)
CME Continuing medical education, CPG Clinical practice guideline, HP Haematuria and priapism, ISE Interactive spaced education, RCT Randomized controlled trial, SIA Staghorn calculi, infertility, and antibiotic use,
WBT Web-based teaching.
Page 12 of 26

RCT conducted in Kenya that used repeated text reminders

and resulted in a significant improvement in adherence to
malaria treatment protocols [29].
Setting
Setting is the physical location within which the instruction

occurs. We identified three articles that looked specifically
at the training setting. The findings regarding setting are
summarized in Table 5. Two of them stemmed from the
same intervention. Crofts et al. specifically addressed the
impact of setting and technique (team-based training) on
knowledge acquisition and found no significant difference
in the post-score based on the setting [42]. A systematic
review of eight articles evaluating the effectiveness of
team-based training for obstetric care did not find significant differences in learning outcomes between a simulation
centre and a clinical setting [41].
Coomarasamy and Khan conducted a systematic review
and compared classroom or stand-alone versus clinically
integrated teaching for evidence-based medicine (EBM).
Their review identified that classroom teaching improved
knowledge, but not skills, attitudes or behaviour outcomes;
whereas clinically integrated teaching improved all outcomes [46]. This finding was supported by the Hamilton
systematic review of CPE, which suggests that teaching in a
clinical setting or simulation setting is more effective
(Table 1), as well as the Raza et al. systematic review of 23
studies to evaluate stand-alone versus clinically integrated
teaching. This review suggested that clinically integrated
teaching improved skills, attitudes and behaviour, not just
knowledge [18].
Media
Media refers to the means used to deliver the curriculum.

The majority of RCTs compared self-paced or individual
instruction delivered via computer versus live, group-based
instruction. The findings regarding media are summarized
in Table 6.
Live versus computer-based
Live instruction was found to be somewhat effective at

improving knowledge, but less so for changing clinical
practice behaviours. When comparing live to computerbased instruction, a frequent finding was that computerbased instruction led to either equal or slightly better
knowledge performance on post-tests than live instruction.
One of the few to identify a significant difference in outcomes, Harrington and Walker found the computer-based
group outperformed the instructor-led group on the knowledge post-test and that participants in the computer-based
group, on average, spent less time completing the training
than participants in the instructor-led group [47].
Systematic reviews indicate that the evidence supports
the use of computer-delivered instruction for knowledge
Page 13 of 26
and attitudes; however, insufficient evidence exists to support its use in the attempt to change practice behaviours.
The Raza Cochrane systematic review identified 16
randomized trials that evaluated the effectiveness of
Internet-based education used to deliver CPE to practicing
health care professionals. Six studies showed a positive
change in participants knowledge, and three studies
showed a change in practice in comparison with traditional
formats [18]. One systematic review noted the importance
of interactivity, independent of media, in achieving an
impact on clinical practice behaviours [48].
Mobile
One article assessed the use of animations against audio

instructions in cardiopulmonary resuscitation (CPR) using
a mobile phone and found the group that had audiovisual
animations performed better than the group that received
live instruction over the phone in performing CPR; however, neither group was able to perform the psychomotor
skill correctly [49]. Leung et al. found providing POC
decision support via a mobile device resulted in slightly
better self-reporting on outcome measures compared with
print-based job aids, but that both the print and mobile
groups showed improvements in use of evidence-based
decision-making [26].
Print
The systematic review of print-based materials conducted

by Farmer et al. did not find sufficient evidence to support
the use of print media to change clinical practice behaviours [50]. A comparison of the use of print-based
guidelines to a live, interactive workshop indicated that
those who completed live instruction were slightly better
able to identify patients at high risk of an asthma attack.
However, neither intervention resulted in changed practice
behaviours related to treatment plans [51].
Multiple systematic reviews caution against the use
of print only media, concluding that live instruction is
preferable to print only. Another consistent theme was
support for the use of multimedia in CPE interventions.
Outcomes
Outcomes are the consequences of a training intervention.

This literature review focuses on changes in knowledge,
attitudes, psychomotor, clinical decision-making or
communication skills, and effects on practice behaviours
and clinical outcomes. All of the articles that focused on
outcomes were systematic reviews of the literature and are
summarized in Table 7.
The weight of the evidence across several studies indicated that CPE could effectively address knowledge
outcomes, although several studies used weaker methodological approaches. Specifically, computer-based instruction was found to be equally or more effective than
Citation
Study design
Participants
Intervention
Key findings
Coomarasamy A and Khan K 2004

(link to the follow-up study,
Raza A et al. 2009)
Systematic review: 23 articles reviewed

to determine the effect of stand-alone
compared to clinically integrated
teaching in EBM
Post-graduate physicians,
allied health professionals
Technique: multiple, focus on case-based
Sufficient evidence to support the use of

clinically integrated teaching over stand-alone
education. While stand-alone teaching improved
knowledge, there were no improvements in
skills, attitudes or behaviours, whereas clinically
integrated teaching showed improvements in
knowledge, skills, attitude and behaviour.
Prospective RCT to explore if knowledge

acquisition is influenced by training
setting or teamwork training
Senior doctors, junior and

senior midwives
Technique: team-based vs interactive
Total of 140 participants;

interdisciplinary teams of
four or six in four blocks
Media: live
Crofts J et al. 2007
Media: live
Country: UK
Frequency: single
I1 = 1-day interactive at hospital
(no team-based training); I2 = 1-day
interactive at simulation centre
(no team-based training); I3 = 2-day
team training at hospital; I4 = 2-day
interactive in simulation centre
Statistical evidence supported the use of live,

multi-professional, obstetric emergency training
to increase midwives and doctors knowledge
of obstetric emergency management. However,
neither the location of training either in a
simulation centre or in local hospitals, nor the
inclusion of teamwork training, made any
significant difference to the acquisition of
knowledge in obstetric emergencies.

Table 5 Summary of articles focused on setting
Main outcome measured by a 185

multiple-choice questionnaire completed
3 weeks before and 3 weeks after the
training intervention.
Ellis D et al. 2008
Same study design as Crofts et al. 2007
Same participants as
Crofts et al. 2007
Same intervention as Crofts et al. 2007
Statistical evidence to support the use of live,

eclampsia training to increase providers
performance rate for completion of basic tasks.
Neither the location (simulation centre or in
local hospitals), nor the inclusion of teamwork
training made any significant difference to the
performance results for basic task completion.
EBM Evidence-based medicine, I Intervention.
Page 14 of 26
Citation
Study design
Participants
Intervention
Key findings
Augestad K and
Lindsetmo R 2009

to determine usefulness of
videoconferencing as a clinical and
educational tool
Surgeons
Media: video
Country: Norway and developed

countries
Technique: multiple
Review discussed primarily observational data

on the use of videoconferencing for provision
of lecture, mentoring and POC support for
emergencies or trauma settings. Methodology
of studies is weak, but shows promise for
providing POC and mentoring to rural settings
from specialists in other geographical areas.
RCT to test if the theory and skill of

handwashing can be taught more
effectively when taught using
computer-assisted learning compared
to conventional face-to-face teaching
Nursing students
n = 242, I = 113, C = 118
Techniques: multiple
Country: UK
Frequency: single
Bloomfield J et al. 2010
Bradley P et al. 2005
Frequency: NR
Intervention group received theory via

computer-based module; control group via
instructor-led. The objectives and content
were the same, both groups included
practice opportunities.
Prospective RCT and qualitative

Medical students
evaluation to compare self-directed,
computer-based learning to traditional, I = 85, C = 90
live, interactive education techniques
Country: Norway
Technique: self-directed vs interactive

Frequency: single
Intervention group received self-directed,
computer-based modules on EBM; control
group received live, interactive sessions.
Choa et al. 2008
Chui S et al. 2009
The computer-assisted learning module was

an effective strategy for teaching both theory
and practice of handwashing to nursing
students and was found to be at least as
effective as conventional, face-to-face teaching
methods. However, this finding must be
interpreted with caution in light of sample
size and attrition rates.
There were no differences in outcomes for the

computer-based group compared to the live,
interactive group in knowledge acquisition,
critical appraisal skills or attitudes toward EBM.
This trial and its accompanying qualitative
evaluation suggest that self-directed,
computer-assisted learning may be an
alternative format for teaching EBM.
Single-blinded, cluster randomized trial

to compare the effectiveness of
audiovisual animated CPR instruction
with audio, dispatcher-assisted
instruction in participants with no
previous CPR training; both via mobile
phones
Allied health professionals,

hospital employees
Country: Korea
Media: mobile, audiovisual animation vs audio Audiovisual animated CPR instruction via
instructions from live dispatcher
mobile phone resulted in better scores in
checklist assessment and time interval
Technique: POC
compliance in participants without CPR skill
compared to those who received CPR
Frequency: single
instructions from a dispatcher. However, the
Intervention group used mobile phone
accuracy of important psychomotor skill
application with audiovisual animation
measures was unsatisfactory in both groups.
instructions for CPR; control group received
audio guidance from a live dispatcher.
Experimental research design with two

groups, one pre-test and two post-tests,
to determine the effectiveness of
computer-based interactive instruction
vs video didactic instruction
Nurses
Media: computer-based vs video
I = 44, C = 41
I = 44, C = 40
Country: Taiwan
Page 15 of 26
Interactive, computer-assisted instruction

increased student assessment correctness
Technique: self-directed interactive vs didactic compared to video didactic instruction for
in-service neurological nursing education
Frequency: single
after statistical adjustments for length of
Intervention group received computer-based, experience.
interactive educational module; control group
watched a video of a lecture.

Table 6 Summary of articles focused on media used to deliver instruction
Curran V and Fleet L 2005 Systematic review to evaluate the

nature and characteristics of the
web-based CME, based on Kirkpatrick
levels of evaluation; 86 studies were
identified, majority were descriptive
Physicians
Farmer A et al. 2008

to determine the usefulness of
print-based materials in practice
behaviours or clinical practice
outcomes
Health care professionals
RCT to determine if Internet-based

CME can produce changes comparable
to those produced via live, small group,
interactive CME with respect to
physician knowledge and behaviours
that have an impact on patient care
Physicians
Media: Internet-based vs live, interactive
n = 97; I = 49, randomly assigned

Internet-based over 2 weeks;
C1 = 44, single, live, interactive
session; C2 = 18, from same sites
received nothing
Technique: self-directed vs interactive
Fordis M et al. 2005
Technique: multiple
Cluster RCT to evaluate the educational

effectiveness of a clinically integrated
e-learning course for teaching basic
EBM among post-graduate medical
trainees compared to a traditional
lecture-based course of equivalent
content
Media: print
Technique: didactic
Frequency: single
Country: USA
Hadley J et al. 2010
Media: Internet
Post-graduate medical trainees,

interns
Frequency: single
Intervention group received Internet-based
modules over 2 weeks; one control group
received a live, interactive session and the
other control group received nothing.
Media: Internet vs live

Frequency: single
Seven clusters of 237

I = 88, C = 72
Intervention group received clinical integrated,

e-learning course on EBM; control group
received live, didactic-based course.
Country: UK
Harrington S and
Walker B 2004
RCT to determine effectiveness of

computer-based training compared
with the traditional, instructor-led
format
Nurses
n = 1,294, I = 670, C = 624
Technique: didactic vs self-directed
Country: USA
Frequency: single
Insufficient information to support the

effectiveness of print-based educational
materials compared to other interventions.
Print materials may have a beneficial effect
on process outcomes compared to no
intervention, but not on clinical practice
outcomes.
Internet-based CME can produce objectively
measured changes in behaviour as well as
sustained gains in knowledge that are
comparable or superior to those realized
from an effective, live, group-based activity.
The Internet-based intervention was
associated with a significant increase in the
percentage of high-risk patients treated with
pharmacotherapeutics according to guidelines
compared to the live, group-based control
group.
An e-learning course in EBM was as effective
in improving knowledge as a standard
lecture-based course. There was no statistically
significant difference in knowledge of
participants in the e-learning course
compared to the lecture-based course. The
benefits of an e-learning approach include
standardization of teaching materials and it is
a potential cost-effective alternative to
standard, lecture-based teaching.
The computer-based group significantly
outperformed the instructor-led group on the
knowledge sub-test at post-test (gain of 28%
vs 26%). Participants reported linked,
computer-based learning and researchers
noted potential for efficiencies and cost
reduction.
Page 16 of 26
Intervention group received self-directed,

computer-based instruction; control group
received instructor-led, live instruction. Both
groups had the same objectives and content.
Inconclusive evidence to identify the most

effective characteristics of web-based CME
due to a lack of studies focusing on
performance change. Findings suggest
web-based CME is effective in enhancing
knowledge and attitudes. Several studies
suggest interactive CME that requires
participant activity and the chance to practice
skills can effect changes in practice behaviours.

Table 6 Summary of articles focused on media used to deliver instruction (Continued)
Horiuchi S et al. 2009
Kemper K et al. 2006
RCT compared web-based to live

instruction
National randomized 2 x 2 factorial trial
Nurses or midwives
Media: Internet vs live
n = 93; C = 45, web-based;

I = 48, live
Country: Japan
Intervention group received web-based

instruction; control group received didactic
live instruction.
Media: Internet
Frequency: single
n = 1,267; completion rate = 62%; Technique: self-directed

Group 1 = 318; Group 2 = 318;
Frequency: single
Group 3 = 318; Group 4 = 313
Group 1: four modules delivered weekly over
Country: USA
10 weeks by email (drip-push); Group 2:
modules accessible on web site with four
reminders weekly for 10 weeks (drip-pull);
Group 3: 40 modules delivered within 4 days
by email (bolus-push); and Group 4: 40
modules available on the Internet with one
email informing participants of availability
(bolus-pull).
Leung G et al. 2003
Liaw S et al. 2008
RCT to compare the effectiveness of

mobile, POC support vs print-based
job aids
Cluster randomized trial to determine

the effectiveness of locally adapted
practice guidelines and education
about paediatric asthma management,
delivered to general practitioners using
interactive, small group workshops
4th year medical students
Media: mobile vs print
n = 169; I = 54; C/pocket

card = 55; C/nothing = 55
Technique: POC
Country: China
Intervention group given PDA devices with

clinical decision support tools; one control
group was given a pocket card containing
guidelines and the other control group
received no intervention.
General practitioners
Media: live vs print only
Frequency: single
n = 29, randomly assigned; I = 18, Technique: interactive vs reading

live, interactive plus guidelines;
C/guidelines only = 18;
C/nothing = 15
Country: Australia
Frequency: single
Intervention group received live, interactive
sessions plus guidelines; control groups
received guidelines only and no intervention.
Rabol L et al. 2010
Media: live
Technique: multiple
Frequency: single
There were statistically significant improvements

in knowledge, confidence and communication
scores after the course for each of the
Internetbased delivery methods, with no
significant differences in any of the three
outcomes by delivery strategy. Outcomes were
better for those who paid for continuing
education credit.
Both the PDA and pocket card groups

showed improvements in scores for personal
application and current use of EBM. The PDA
group showed slightly higher scores in all five
outcomes, whereas those for the pocket card
group were not appreciably different from
the previous rotation.
Using interactive small group workshops to

disseminate locally adapted guidelines was
associated with improvement in general
practitioners knowledge and confidence to
manage asthma compared to receiving
guidelines alone in the control arm, but did
not change their self-reported provision of
written action plans.
Although most studies had weak design

methods, findings from the 18 studies
concluded that team-based training led to
positive participant evaluation, knowledge
gain and behaviour change. However, the
impact on clinical outcomes was limited.
Page 17 of 26

to determine outcomes of live,
classroom-based, multi-professional
team training
No significant differences in knowledge were

observed between the web-based and
face-to-face group. However, the web-based
instruction was rated as more flexible and
affordable and had a lower drop-out rate than
the face-to-face programme.

Sulaiman N et al. 2010
Triola M et al. 2006
Same study design as Liaw S et al. 2008

for CPE intervention, but used
questionnaires to determine any impact
on completing written action plans or
patient outcomes
411 patient surveys from

See Liaw S et al. 2008
patients of three arms utilized
in Liaw, S., et al. 2008 at baseline;
341 at follow-up
Country: Australia
RCT to compare effectiveness of virtual Health professionals

patients to live, standardized patients
I = 23, C = 32
for improving clinical skills and
knowledge
Country: USA
Media: virtual patient vs live patient

Technique: case-based
Frequency: single
Intervention group received two live,
standardized patient cases and two virtual
patient cases; control group received four
standardized patient cases.
Turner M et al. 2006
Wutoh R et al. 2004
You J et al. 2009
Randomized, controlled, crossover trial

to compare efficacy, student
preference and cost of web-based,
virtual patient vs live, standardized
patient
2nd year medical students
Media: virtual patient vs live patient
I = 25, C = 24
Technique: case-based
Country: USA
Frequency: single

to determine the effect of
Internet-based CME interventions on
physician performance and health
care outcomes
Physicians
Prospective, randomized study to

investigate usefulness of video via
mobile device as an instruction tool
Surgical residents
Media: mobile videoconferencing/feedback
I = 24, C = 25
Technique: live, interactive with and without

mobile POC feedback using video
Intervention group received web-based

instruction for one topic, then standardized
patient for another topic. This was reversed
for the second cohort, or control group,
standardized patient first followed by
web-based instruction.
Media: Internet
Technique: multiple
Country: South Korea
Frequency: single
Both intervention groups had a didactic
session, performed a thoracentesis on a
manikin while using video on a mobile phone
and received feedback from a live instructor;
control group did not receive any
video-aided guidance.
The interactive, small group workshops failed

to translate into increased ownership of
written action plans, improved control of
asthma or improved quality of life, compared
to receiving guidelines alone or control
intervention.
Improvements in diagnostic abilities were
equivalent in groups who experienced cases
either live or virtually. There was no subjective
difference perceived by learners. Using virtual
cases has the potential for cost efficiencies.
There was no statistical difference in learning

outcomes between the web-based and
standardized patient; however, students
preferred the standardized patient format.
Start-up costs were comparable, but the
ongoing costs of the web-based format were
less expensive, suggesting that web-based
teaching may be a viable strategy.

Results demonstrate that Internet-based CME

are just as effective in imparting knowledge
as traditional formats of CME. However, there
is a lack of quality studies to conclude
significant positive changes in practice
behaviour and additional studies are needed.
The overall success rate for performing needle
thoracocentesis was significantly higher for
the mobile phone video intervention
compared to the control group without aided
instruction. Participants also rated the mobile
phone intervention with significantly higher
scores for instrument difficulty and procedure
satisfaction.
Page 18 of 26
C Control, CME Continuing medical education, CPR Cardiopulmonary resuscitation, EBM Evidence-based medicine, I Intervention, NR Not reported, PDA Personal digital assistant.
POC Point-of-care, RCT Randomized controlled trial.
Citation
Study design
Participants
Intervention
Key findings
Alvarez M and Agra Y 2006

determine educational interventions in
palliative care and their impact on
practice behaviours
Physicians and other allied

health professionals
Practice behaviours
Due to a lack of quality studies, there are

insufficient data to conclude about the impact
of palliative care interventions on primary care
physician practice performance. Although
improvements in knowledge, some attitudes
and provider satisfaction were demonstrated,
there were no significant effects reported on
practice behaviours. Didactic education alone
was found to be ineffective. Interventions
involving multiple techniques, reminders and
feedback were found to be more effective at
changing behaviours.
Technique: multiple
Media: live
Frequency: both single
and multiple
Berkhof M et al. 2010
Systematic review: 12 systematic reviews

reviewed to determine effective
educational techniques to teach
communication to physicians
Physicians
Communication skills
Technique: multiple
Media: multiple
and multiple
Bloom B 2005
Bordage G et al. 2009a
Systematic review: 26 articles (all systemic

reviews or meta-analyses) reviewed to
examine effectiveness of current CME
tools and techniques in changing
physician clinical practices and
improving patient health outcomes
Physicians

determine if CME leads to an increase in
physician knowledge
Physicians and health professionals
Practice behaviours and

clinical practice outcomes
Technique: multiple
Media: multiple
and multiple
Knowledge
Technique: multiple
Media: multiple
and multiple
Davis D and Galbraith R 2009a

to determine impact of CME on practice
behaviours
Practice behaviours
Technique: multiple
Media: live
Sufficient evidence to conclude that interactive

techniques (audit/feedback, academic detailing/
outreach, reminders) are the most effective
CME methods impacting practice outcomes
and behaviours, while clinical guidelines and
opinion leaders are less effective. Didactic
presentations and distributing printed
information had little to no effect on physician
practice.
Despite low quality of evidence presented in
the literature, there is sufficient evidence to
confirm an increase in physician knowledge
with the use of multimedia, multiple
instructional techniques and multiple
exposures in CME.
Sufficient evidence to support the use of single,
live or multimedia and multiple educational
techniques as effective CME methods in changing
physician performance. Recommend multiple
exposures over single exposures.
Page 19 of 26

and multiple
Sufficient evidence from 12 systematic reviews

to recommend training programmes last at
least 1 day, are learner-centred and focus on
practicing skills. The best training strategies
within the programmes included role-play,
feedback and small group discussions. Training
programmes should include active,
practice-oriented strategies. Oral presentations
on communication skills, modeling and written
information should only be used as supportive
strategies.

Table 7 Summary of articles focused on outcomes: knowledge, attitudes, types of skills, practice behaviour, clinical practice outcomes
Forsetlund L et al. 2009

determine the effect of educational
meetings on practice behaviours and
More than 11,000 health

professionals

Technique: multiple
Media: live
Frequency: single
Gysels M et al. 2005

evaluate effective educational techniques
for teaching communication skills
Communication skills
Technique: multiple
Media: multiple
and multiple
Hamilton R 2005

determine how to enhance retention of
knowledge and skills during and after
resuscitation training
Knowledge, skills
Technique: multiple
Media: multiple
and multiple
Marinopoulos S et al. 2007a
Systematic review: from 68,000 citations,

136 studies and nine systematic reviews
were identified and reviewed
Health professionals and allied

Knowledge, skills, practice

behaviours and clinical
practice outcomes
Technique: multiple
Media: live
and multiple
Mansouri M and Lockyer J 2007
Meta-analysis: 31 studies reviewed to

determine the impact of CME on
knowledge, skills and clinical practice
outcomes
Mostly physicians
Knowledge, skills, practice

behaviours and clinical
practice outcomes
Technique: multiple
Media: live
and multiple
Sufficient evidence to conclude that educational

meetings alone or combined with other
interventions can have a small improvement on
professional practice and health care outcomes,
but no effect on changing complex behaviours.
Previous reviews found that interactive workshops
resulted in moderate improvements, whereas
didactic sessions did not.
Sufficient evidence to recommend
communication training programmes that are
learner-centred, carried out over a long period
of time, and combine didactic theoretical
components with practical rehearsal and
constructive feedback.
Sufficient evidence to recommend in-hospital
simulation to teach resuscitation training for
nurses in clinical areas in addition to remedial
training and the availability of resuscitation
equipment for self-study. Video self-instruction
has been shown to improve competence in
resuscitation.

Table 7 Summary of articles focused on outcomes: knowledge, attitudes, types of skills, practice behaviour, clinical practice outcomes (Continued)
Firm conclusions are not possible due to the

overall low quality of the literature. Despite
this, the literature supported the concept that
CME was effective at the acquisition and
retention of knowledge, attitudes, skills,
behaviours and clinical outcomes. Common
themes included that live media was more
effective than print, multimedia was more
effective than single media interventions,
multiple exposures were more effective than a
single exposure, and simulation methods are
effective in the dissemination of psychomotor
and procedural skills.
Sufficient information to conclude that the
impact of CME on physician performance and
patient outcome is small, but has a medium
effect on knowledge and a larger effect when
the interventions are interactive, use multiple
methods and are designed for a small group
of physicians from a single discipline.
Page 20 of 26
Mazmanian P et al. 2009a

determine the impact of CME on clinical
practice outcomes
Physicians, nurse-practitioners,
nurses, allied health professionals
Clinical practice outcomes

Technique: multiple
Media: multiple
and multiple
Moores L et al. 2009a
Systematic review: 136 articles and nine

systematic reviews were reviewed to
evaluate what makes CME effective
General
Technique: multiple
Media: multiple
and multiple
Nestel et al. 2011
Systematic review: 81 articles retrieved to

summarize the best evidence related to
use of simulation for learning
Psychomotor skills
Technique: multiple
Media: multiple
and multiple
ONeil K et al. 2009a
Rampatige R et al. 2009
Raza A et al. 2009 (follow-up

study to Coomarasamy A and
Khan KS 2004)
Systematic review: from the 136 studies

identified in the systematic review, 15
articles, 12 addressing physician
application of knowledge and three
addressing psychomotor skills, were
identified and reviewed

Systematic review: 476 articles selected

for inclusion. Section A relates to CPE in
general (sections B and C are not relevant);
nine studies were reviewed to determine
effect of CME on practice behaviours and
Systematic review: Cochrane review of 36

studies reviewed to determine evidence
to support effective CME
Knowledge, psychomotor skills

Technique: multiple
Media: multiple
and multiple
Technique: multiple
Media: multiple
and multiple
General
Technique: multiple
Media: multiple
and multiple
Due to low quality of evidence, there is no firm

conclusion on the impact of CME on clinical
practice outcomes; however, multimedia,
multiple techniques of instruction and multiple
exposures to content are suggested to meet
instructional objectives intended to improve
clinical outcomes.
Significant evidence to support the use of CME
interventions that use multimedia in
instruction, multiple instruction techniques and
frequency of exposure, to have a positive effect
on knowledge, psychomotor skills, practice
performance and clinical outcomes. The use of
print media alone is not recommended.
Sufficient evidence is available to conclude that
use of simulation leads to improved knowledge
and skill. Studies with low-quality evidence
suggest a transfer of skills to the clinical setting.
Instructional design and educational theory,
contextualization, transferability, accessibility and
scalability must all be considered in simulationbased education programmes.

Sufficient evidence to support CME as effective

in improving physician application of
knowledge. Multiple exposures and longer
durations of CME are recommended to optimize
educational outcomes. Quality of evidence does
not address to psychomotor skill development.
Interactive and practice enabling strategies are
more useful than print-based and educational
meetings. Multiple education efforts combined
with good feedback/interaction between
educators and learners are most effective.
Opinion leaders and outreach visits shown to
be effective.
Evidence from 16 randomized trials support
interactive and clinically integrated learning
sessions and interactive classroom teaching as
second choice for an effective form of CME.
Review demonstrated that interactive
workshops improved knowledge and practice
behaviours.
Page 21 of 26
Satterlee W et al. 2008
Systematic review: nine articles reviewed

to determine impact of CME on clinical
practice outcomes
Clinical practice outcomes

Technique: multiple
Media: multiple
and multiple
Thomson OBrien MA et al. 2001

determine the effect of educational
meetings on practice behaviours and
Practice behaviours
and clinical
practice outcomes
n = 2,995
Technique: multiple
Combined didactic presentations and

interactive workshops and combined didactic
presentations were more effective than
traditional didactic presentations alone. The use
of multiple interventions over an extended
period increased effectiveness. Targeted
education should focus on changing a
behaviour that is simple, since effect size is
inversely proportional to the complexity of the
behaviour.
Moderate data quality suggests interactive
workshops can result in moderately large
changes in professional practice. Didactic
sessions alone are unlikely to change
professional practice.
Media: live
Frequency: single
Williams J et al. 2008
Systematic review: nine studies reviewed

to evaluate if disaster training improves
knowledge and skills

Knowledge, skills
Technique: multiple
Media: multiple
and multiple
Insufficient data quality exists to report on the

impact of disaster response training
interventions on knowledge and skills. Data
suggest that both computer-based and live
instruction may increase knowledge.

JHU EPC systematic review. CME Continuing medical education, JHU EPC Johns Hopkins University Evidence-Based Practice Center.
Page 22 of 26

live instruction for addressing knowledge, while multiple

repetitive exposures leads to better knowledge gains than a
single exposure. Games can also contribute to knowledge if
designed as interactive learning experiences that stimulate
higher thinking through analysis, synthesis or evaluation.
No studies or systematic reviews looked only at attitudes,
but CPE that includes clinical integration, simulations and
feedback may help address attitudes. The JHU EPC group
systematic review evaluation of the short- and long-term
effects of CPE on physician attitudes reviewed 26 studies
and, despite the heterogeneity of the studies, identified
trends supporting the use of multimedia and multiple
exposures for addressing attitudes [6].
Several systematic reviews looked specifically at skills,
concluding that there is weak but sufficient evidence to
suggest that psychomotor skills can be addressed with
CPE interventions that include simulations, practice with
feedback and/or clinical integration. Dose-response or
providing sufficient practice and feedback was identified as
important for skill-related outcomes. Other RCTs suggest
clinically integrated education for supporting skill development. Choa et al. found that neither the audio mentoring
via mobile nor animated graphics via mobile resulted in the
desired psychomotor skills, reinforcing the need for practice
and feedback for psychomotor skill development identified
in other studies [49].
Two systematic reviews focused on communication skills
and found techniques that include behaviour modeling,
practice and feedback, longer duration or more practice opportunities were more effective [52,53]. Evidence suggests
that development of communication skills requires interactive techniques that include practice-oriented strategies
and feedback, and limit lecture and print-based materials to
supportive strategies only.
Findings also suggest that simulation, PBL, multiple
exposures and clinically integrated CPE can improve
critical thinking skills. Mobile-based POC support was
found to be more useful in the development of critical
thinking than print-based job aids.
Several systematic reviews specifically looked at CPE,
practice behaviours and the behaviours of the provider.
These studies found, despite reportedly weak evidence, that
interactive techniques that involved feedback, interaction
with the educator, longer durations, multiple exposures,
multimedia, multiple techniques and reminders may
influence practice behaviours.
A targeted review of 37 articles from the JHU EPC review
on the impact of CPE on clinical practice outcomes drew
no firm conclusions, but multiple exposures, multimedia
and multiple techniques were recommended to improve
potential outcomes [6]. Interaction and feedback were
found to be more useful than print or educational meetings
(systematic review of nine articles) [24], but print-based
unsolicited materials were not found to be effective [50].
Page 23 of 26
The systematic review of live, classroom-based, multiprofessional training conducted by Rabal et al. found
the impact on clinical outcomes is limited [54].
Discussion
The heterogeneity of study designs included in this review
limits the interpretations that can be drawn. However, there
is remarkable similarity between the information from studies included in this review and similar discussions published
in the educational psychology literature. We believe that
there is sufficient evidence to support efforts to implement
and evaluate the combinations of training techniques, frequency, settings and media included in this discussion.
Avoid educational techniques that provide a passive
transfer of information, such as lecture and reading, and
select techniques that engage the learner in mental
processing, for example, case studies, simulation and other
interactive strategies. This recommendation is reinforced
in educational psychology literature [55]. There is sufficient
evidence to endorse the use of simulation as a preferred
educational technique, notably for psychomotor, communication or critical thinking skills. Given the lack of
evidence for didactic methods, selecting interactive, effective educational techniques remains the critical point to
consider when designing CPE interventions.
Self-directed learning was also found to be an effective
strategy, but requires the use of interactive techniques
that engage the learner. Self-directed learning has the
additional advantage of allowing learners to study at
their own pace, select times convenient for them and tailor
learning to their specific needs.
Limited evidence was found to support team-based
learning or the provision of training in work teams. There
is a need for further study in this area, given the value of
engaging teams that are in the same place at the same
time in an in-service training intervention. This finding is
especially relevant for emergency skills that require the
collaboration and cooperation of a team.
Repetitive exposure is supported in the literature. When
possible, replace single-event frequency with targeted,
repetitive training that provides reinforcement of important
messages, opportunities to practice skills and mechanisms
for fostering interaction. Recommendations drawn from
the educational psychology literature that address the issue
of cognitive overload [56] suggest targeting information to
essentials and repetition.
Select the setting based on its ability to deliver effective
educational techniques, be similar to the work environment and allow for practice and feedback. In this time of
crisis, workplace learning that reduces absenteeism and
supports individualized learning is critical. Conclusions
from literature in educational psychology reinforce the
importance of situating learning to make the experience
as similar to the workplace as possible [57].

Certain common themes emerged from the many articles

that commented on the role of media in CPE effectiveness.
A number of systematic reviews suggest the use of multimedia in CPE. It is important to note that the studies that
found similar knowledge outcomes between computerbased and live instruction stated that both utilized interactive techniques, possibly indicating the effectiveness was
due to the technique rather than the media through which
it was delivered. While the data on use of mobile technology to deliver CPE were limited, the study by Zurovac et al.
indicated the potential power of mobile technology to
improve provider adherence to clinical protocols [29].
Currently, there is unprecedented access to basic mobile
technology and increasing access to lower-cost tablets and
computers. The use of these devices to deliver effective
techniques warrants exploration and evaluation, particularly
in low- and middle-income countries.
CPE can positively impact desired learning outcomes
if effective techniques are used. There are, however, very
limited and weak data that directly link CPE to improved
clinical practice outcomes. There are also limited data that
link CPE to improved clinical practice behaviours, which
may influence the strength of the linkage to outcomes.
Limitations
The following limitations apply to the methodology that

we selected for this study. An integrative review of the
literature was selected because the majority of published
studies of education and training in low- and middleresource countries did not meet the parameters required
of a more rigorous systematic review or meta-analysis.
The major limitation of integrative reviews is the potential
for bias from their inclusion of non-peer-reviewed information or lower-quality studies. The inclusion of articles
representing a range of rigor in their research design
restricts the degree of confidence that can be placed on
interpretations drawn by the authors of those articles,
with the exception of original articles that explicitly
discussed quality (such as systematic reviews). This review
did not make an additional attempt to reanalyse or
combine primary data.
Therefore, for purpose of this article, we also graded
all articles and included only tier 1 articles in the analysis.
This resulted in restriction of information on certain topics
for this report, although a wider range of information
is available.
We faced an additional limitation in that many articles
included in the review were neither fully transparent nor
consistent with terminology definitions used in other reports. This is due in part to the fact that we went beyond
the bio-medical literature, to include studies conducted in
the education and educational psychology literature, as was
appropriate to the integrative review methodology. Certain
topics were underdeveloped in the literature, which limits
Page 24 of 26
the interpretation that can be drawn on these topics. Other

topics are addressed in studies conducted using lower-tier
research methodologies (for example observational and/or
qualitative studies) that were not included in this article.
In addition, the overwhelming majority of studies focused
on health professionals in developed or middle-income
countries. There were very few articles of sufficient rigor
conducted in low- and middle-income countries. This
limits what we can say regarding the application of these
findings among health workers of a lower educational
level and in lower-resourced communities.
Conclusions
In-service training has been and will remain a significant
investment in developing and maintaining essential competencies required for optimal public health in all global
service settings. Regrettably, in spite of major investments,
we have limited evidence about the effectiveness of the
techniques commonly applied across countries, regardless
of level of resource.
Nevertheless, all in-service training, wherever delivered,
must be evidence-based. As stated in Blooms systematic review, Didactic techniques and providing printed materials
alone clustered in the range of no to low effects, whereas
all interactive programmes exhibited mostly moderate
to high beneficial effect. The most commonly used
techniques, thus, generally were found to have the least
benefit [14]. The profusion of mobile technology and
increased access to technology present an opportunity to
deliver in-service training in many new ways. Given current
gaps in high-quality evidence from low- and middleincome countries, the future educational research agenda
must include well-constructed evaluations of effective,
cost-effective and culturally appropriate combinations of
technique, setting, frequency and media, developed for
and tested among all levels of health workers in low- and
middle-income countries.
Abbreviations
BEME: Best Evidence in Medical Education; CI: Confidence interval;
CINAHL: Cumulative Index to Nursing and Allied Health Literature;
CME: Continuing medical education; CPE: Continuing professional education;
CPR: Cardiopulmonary resuscitation; EBM: Evidence-based medicine;
JHU EPC: Johns Hopkins University Evidence-Based Practice Center;
MeSH: Medical subject headings; OCEMB: Oxford Centre for Evidence-Based
Medicine; PBL: Problem-based learning; POC: Point-of-care; RCT: Randomized
controlled trial.
Competing interests
The authors declare they have no competing interests.
Authors contributions
JB performed article reviews for inclusion, synthesized data and served as
primary author of the analysis and manuscript. PJ conceived the study,
participated in its design and coordination, and provided significant input
into the manuscript. JF provided guidance on the literature review process,
grading and categorizing criteria, and quality review of selected articles, and
participated actively as an author of the manuscript. CC and JBT contributed
to writing of the manuscript. JA searched the literature, performed initial

review and coding, and contributed to selected sections of the manuscript.

All authors read and approved the final manuscript.
Acknowledgments
We thank the Jhpiego Corporation for support for this research. We thank
Dana Lewison, Alisha Horowitz, Rachel Rivas DAgostino and Trudy Conley
for their support in editing and formatting the manuscript. We also thank
Spyridon S Marinopoulos, MD, MBA, from the Johns Hopkins University
School of Medicine, for his initial input into the study and links to relevant
resources. The findings, interpretations and conclusions expressed in this
paper are those of the authors and not necessarily those of the Jhpiego
Corporation.
Author details
1
Jhpiego Corporation, 1615 Thames Street, Baltimore, MD 21231, USA.
2
Independent Consultant, San Diego, CA, USA. 3Research Assistant, Baltimore,
MD, USA.
Received: 8 August 2012 Accepted: 2 May 2013
Published: 1 October 2013
References
1. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Fineberg H, Garcia P,
Ke Y, Kelley P, Kistnasamy B, Meleis A, Naylor D, Pablos-Mendez A, Reddy S,
Scrimshaw S, Sepulveda J, Serwadda D, Zurayk H: Health professionals for
a new century: transforming education to strengthen health systems in
an interdependent world. Lancet 2010, 376(9756):19231958.
2. Wittemore R, Kanfl K: The integrative review: updated methodology.
In J Adv Nursing 2005, 52(5):546553.
3. Marinopoulos SS, Baumann MH: American College of Chest Physicians
Health and Science Policy Committee: Methods and definition of terms:
effectiveness of continuing medical education: American College of
Chest Physicians Evidence-Based Educational Guidelines. Chest 2009,
135(3 Suppl):17S28S.
4. Oxford Centre for Evidence-Based Medicine (OCEBM) Levels of Evidence
Working Group: The Oxford 2011 Levels of Evidence. Oxford: Centre for
Evidence Based Medicine; 2011. http://www.cebm.net/?O=1025.
5. Best Evidence in Medical Education (BEME): Appendix 1-BEME Coding Sheet;
2011. http://www.medicalteacher.org/MEDTEACH_wip/supp%20files/BEME%
204%20Figs%20&%20Appendices/BEME4_Appx1.pdf.
6. Marinopoulos SS, Dorman T, Ratanawongsa N, Wilson LM, Ashar BH,
Magaziner JL, Miller RG, Thomas PA, Prokopowicz GP, Qayyum R, Bass EB:
Effectiveness of continuing medical education. Evidence Report/Technology
Assessment, No. 149, (Prepared by the Johns Hopkins Evidence-based Practice
Center, under Contract No.290-02-0018) AHRQ Publication No. -7-E006. Agency
for Healthcare Research and Quality: Rockville, MD; January 2007.
7. Triola M, Feldman H, Kalet AL, Zabar S, Kachur EK, Gillespie C, Anderson M,
Griesser C, Lipkin M: A randomized trial of teaching clinical skills using
virtual and live standardized patients. J Gen Intern Med 2006, 21(5):424429.
8. Smits PB, De Buisonje CD, Verbeek JH, Van Dijk FJ, Metz JC, Ten Cate OJ:
Problem-based learning versus lecture-based learning in postgraduate
medical education. Scand J Work Environ Health 2003, 29(4):280287.
9. White M, Michaud G, Pachev G, Lirenman D, Kolenc A, FitzGerald JM:
Randomized trial of problem-based versus didactic seminars for
disseminating evidence-based guidelines on asthma management to
primary care physicians. J ContinEduc Health Prof 2004, 24(4):237243.
10. De Lorenzo RA, Abbott CA: Effectiveness of an adult-learning, self-directed
model compared with traditional lecture-based teaching methods in
out-of-hospital training. Acad Emerg Med 2004, 11(1):3337.
11. Lin CF, Lu MS, Chung CC, Yang CM: A comparison of problem-based
learning and conventional teaching in nursing ethics education.
Nurs Ethics 2010, 17(3):373382.
12. Reynolds A, Ayres-de-Campos D, Pereira-Cavaleiro A, Ferreira-Bastos L:
Simulation for teaching normal delivery and shoulder dystocia to
midwives in training. Educ Health (Abingdon) 2010, 23(3):405.
13. Alvarez MP, Agra Y: Systematic review of educational interventions in
palliative care for primary care physicians. Palliat Med 2006, 20(7):673683.
14. Bloom BS: Effects of continuing medical education on improving
physician clinical care and patient health: a review of systematic
reviews. Int J Technol Assess Health Care 2005, 21(3):380385.
Page 25 of 26
15. Satterlee WG, Eggers RG, Grimes DA: Effective medical education: insights
from the Cochrane Library. Obstet Gynecol Surv 2008, 63(5):329333.
16. Herbert CP, Wright JM, Maclure M, Wakefield J, Dormuth C, Brett-MacLean P,
Legare J, Premi J: Better Prescribing Project: a randomized controlled trial
of the impact of case-based educational modules and personal
prescribing feedback on prescribing for hypertension in primary care.
Fam Pract 2004, 21(5):575581.
17. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ: Features
and uses of high-fidelity medical simulations that lead to effective
learning: a BEME systematic review. Med Teach 2005, 27(1):1028.
18. Raza A, Coomarasamy A, Khan KS: Best evidence continuous medical
education. Arch Gynecol Obstet 2009, 280(4):683687.
19. Akl EA, Pretorius RW, Sackett K, Erdley WS, Bhoopathi PS, Alfarah Z,
Schunemann HJ: The effect of educational games on medical students
learning outcomes: a systematic review: BEME Guide No 14. Med Teach
2010, 32(1):1627.
20. Laprise R, Thivierge R, Gosselin G, Bujas-Bobanovic M, Vandal S, Paquette D,
Luneau M, Julien P, Goulet S, Desaulniers J, Maltais P: Improved
cardiovascular prevention using best CME practices: a randomized trial.
J Contin Educ Health Prof 2009, 29(1):1631.
21. Forsetlund L, Bjorndal A, Rashidian A, Jamtvedt G, OBrien MA, Wolf F, Davis
D, Odgaard-Jensen J, Oxman AD: Continuing education meetings and
workshops: effects on professional practice and health care outcomes.
Cochrane Database Syst Rev 2009, 2, CD003030.
22. Mansouri M, Lockyer J: A meta-analysis of continuing medical education
effectiveness. J Contin Educ Health Prof 2007, 27(1):615.
23. Perry M, Draskovic I, Lucassen P, Vernooij-Dassen M, Van Achterberg T,
Rikkert MO: Effects of educational interventions on primary dementia
care: A systematic review. Int J Geriatr Psychiatr 2011, 26(1):111.
24. Rampatige R, Dunt D, Doyle C, Day S, Van Dort P: The effect of continuing
professional education on health care outcomes: lessons for dementia
care. Int Psychogeriatr 2009, 21(Suppl 1):S34S43.
25. Blaya JA, Fraser HS, Holt B: E-health technologies show promise in
developing countries. Health Aff (Millwood) 2010, 29(2):244251.
26. Leung GM, Johnston JM, Tin KY, Wong IO, Ho LM, Lam WW, Lam TH:
Randomised controlled trial of clinical decision support tools to improve
learning of evidence-based medicine in medical students. BMJ 2003,
327(7423):1,090.
27. You JS, Park S, Chung SP, Park JW: Usefulness of a mobile phone with
video telephony in identifying the correct landmark for performing
needle thoracocentesis. Emerg Med J 2009, 26(3):177179.
28. Yuan H, Williams BA, Fan L: A systematic review of selected evidence on
developing nursing students critical thinking through problem-based
learning. Nurse Educ Today 2008, 28(6):657663.
29. Zurovac D, Sudoi RK, Akhwale WS, Ndiritu M, Hamer DH, Rowe AK, Snow
RW: The effect of mobile phone text-message reminders on Kenyan
health workers adherence to malaria treatment guidelines: a cluster
randomised trial. Lancet 2011, 378(9793):795803.
30. Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL: The
effectiveness of self-directed learning in health professions education:
a systematic review. Med Educ 2010, 44(11):1,0571,068.
31. Young JM, Ward J: Can distance learning improve smoking cessation advice in
family practice? A randomized trial. J Contin Educ Health Prof 2002, 22(2):8493.
32. Harder BN: Use of simulation in teaching and learning in health sciences:
a systematic review. J Nurs Educ 2010, 49(1):2328.
33. McGaghie WC, Siddall VJ, Mazmanian PE, Myers J: American College of
Chest Physicians Health and Science Policy Committee: Lessons for
continuing medical education from simulation research in
undergraduate and graduate medical education: effectiveness of
continuing medical education: American College of Chest Physicians
Evidence-Based Educational Guidelines. Chest 2009, 135(3 Suppl):62S68S.
34. Sturm LP, Windsor JA, Cosman PH, Cregan P, Hewett PJ, Maddern GJ:
A systematic review of skills transfer after surgical simulation training.
Ann Surg 2008, 248(2):166179.
35. Steadman RH, Coates WC, Huang YM, Matevosian R, Larmon BR, McCullough
L, Ariel D: Simulation-based training is superior to problem-based learning
for the acquisition of critical assessment and management skills. Crit Care
Med 2006, 34(1):151157.
36. Lamb D: Could simulated emergency procedures practised in a static
environment improve the clinical performance of a Critical Care Air Support
Team (CCAST)? A literature review. Intensive Crit Care Nurs 2007, 23(1):3342.

37. Bruppacher HR, Alam SK, LeBlanc VR, Latter D, Naik VN, Savoldelli GL, Mazer
CD, Kurrek MM, Joo HS: Simulation-based training improves physicians
performance in patient care in high-stakes clinical setting of cardiac
surgery. Anesthesiology 2010, 112(4):985992.
38. Daniels K, Arafeh J, Clark A, Waller S, Druzin M, Chueh J: Prospective
randomized trial of simulation versus didactic teaching for obstetrical
emergencies. Simul Healthc 2010, 5(1):4045.
39. Ellis D, Crofts JF, Hunt LP, Read M, Fox R, James M: Hospital, simulation
center, and teamwork training for eclampsia management: a
randomized controlled trial. Obstet Gynecol 2008, 111(3):723731.
40. Hamilton R: Nurses knowledge and skill retention following
cardiopulmonary resuscitation training: a review of the literature.
J Adv Nurs 2005, 51(3):288297.
41. Merien AE, Van de Ven J, Mol BW, Houterman S, Oei SG: Multidisciplinary
team training in a simulation setting for acute obstetric emergencies:
a systematic review. Obstet Gynecol 2010, 115(5):1,0211,031.
42. Crofts JF, Ellis D, Draycott TJ, Winter C, Hunt LP, Akande VA: Change in
knowledge of midwives and obstetricians following obstetric emergency
training: a randomised controlled trial of local hospital, simulation centre
and teamwork training. BJOG 2007, 114(12):1,5341,541.
43. Kerfoot BP, Fu Y, Baker H, Connelly D, Ritchey ML, Genega EM: Online spaced
education generates transfer and improves long-term retention of diagnostic
skills: a randomized controlled trial. J Am Coll Surg 2010, 211(3):331337.
44. Kerfoot BP, Kearney MC, Connelly D, Ritchey ML: Interactive spaced
education to assess and improve knowledge of clinical practice
guidelines: a randomized controlled trial. Ann Surg 2009, 249(5):744749.
45. Kerfoot BP, Baker HE, Koch MO, Connelly D, Joseph DB, Ritchey ML:
Randomized, controlled trial of spaced education to urology residents in
the United States and Canada. J Urol 2007, 177(4):1,4811,487.
46. Coomarasamy A, Khan KS: What is the evidence that postgraduate
teaching in evidence based medicine changes anything? A systematic
review. BMJ 2004, 329(7473):1,017.
47. Harrington SS, Walker BL: The effects of computer-based training on
immediate and residual learning of nursing facility staff. J Contin Educ
Nurs 2004, 35(4):154163. quiz 1867.
48. Curran VR, Fleet L: A review of evaluation outcomes of web-based
continuing medical education. Med Educ 2005, 39(6):561567.
49. Choa M, Park I, Chung HS, Yoo SK, Shim H, Kim S: The effectiveness of
cardiopulmonary resuscitation instruction: animation versus dispatcher
through a cellular phone. Resuscitation 2008, 77(1):8794.
50. Farmer AP, Legare F, Turcot L, Grimshaw J, Harvey E, McGowan JL, Wolf F:
Printed educational materials: effects on professional practice and health
care outcomes. Cochrane Database Syst Rev 2008, 3, CD004398.
51. Liaw ST, Sulaiman ND, Barton CA, Chondros P, Harris CA, Sawyer S, Dharmage
SC: An interactive workshop plus locally adapted guidelines can improve
general practitioners asthma management and knowledge: a cluster
randomised trial in the Australian setting. BMC Fam Pract 2008, 9:22.
52. Gysels M, Richardson A, Higginson IJ: Communication training for health
professionals who care for patients with cancer: a systematic review of
training methods. Support Care Canc 2005, 13(6):356366.
53. Berkhof M, Van Rijssen HJ, Schellart AJ, Anema JR, Van der Beek AJ: Effective
training strategies for teaching communication skills to physicians: an
overview of systematic reviews. Patient Educ Couns 2011, 84(2):152162.
54. Rabol LI, Ostergaard D, Mogensen T: Outcomes of classroom-based team
training interventions for multiprofessional hospital staff: A systematic
review. Qual Saf Health Care 2010, 19(6):e27.
55. Woolfolk AE: Educational Psychology. 11th edition. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall; 2009.
56. Mayer RE: Applying the science of learning to medical education.
Med Educ 2010, 44(6):543549.
57. Gott S, Lesgold A: Competence in the workplace: how cognitive
performance models and situated instruction can accelerate skill
acquisition. In Advances in Instructional Psychology, Volume 4. Edited by
Glaser R. Hillsdale, NJ: Erlbaum; 2000.
Page 26 of 26
Submit your next manuscript to BioMed Central

and take full advantage of:
Convenient online submission
Thorough peer review
No space constraints or color gure charges
doi:10.1186/1478-4491-11-51
Cite this article as: Bluestone et al.: Effective in-service training design
and delivery: evidence from an integrative literature review. Human
Resources for Health 2013 11:51.
Immediate publication on acceptance

Inclusion in PubMed, CAS, Scopus and Google Scholar
Research which is freely available for redistribution
Submit your manuscript at
www.biomedcentral.com/submit

Effective In-Service Training Design and Delivery PDF

Uploaded by

Copyright:

Available Formats

Effective In-Service Training Design and Delivery PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Effective In-Service Training Design and Delivery PDF

Uploaded by

Copyright:

Available Formats

Bluestone et al.

Human Resources for Health 2013, 11:51

Effective in-service training design and delivery:

Bluestone et al. Human Resources for Health 2013, 11:51

Articles were included in this review if they addressed

A research assistant searched the electronic, peer-reviewed

the search. Medical subject headings (MeSH) and key

Bluestone et al. Human Resources for Health 2013, 11:51

Table 1 Medical subject headings (MeSH) and key search terms

Asynchronous distance learning

Synchronous distance learning

Health care professionals

Continuing medical education

Continuing nursing education

Continuing education methods

Nursing education methods

Medical education methods

Though case-based learning was not specifically compared

Lecture was often referred to in the literature as traditional

instruction with simulation. The study was limited by small

Multiple articles identified feedback as important for

The use of games as an instructional technology was

Table 2 Grading criteria

Meta-analysis or systematic review

Between subjects (experimental and control)

Within subjects (crossover)

Non-equivalent control group

Bluestone et al. Human Resources for Health 2013, 11:51

Figure 1 Inclusion process for articles included in the analysis.

Five articles specifically compared interactive CPE to

Figure 2 Illustration of categorization terminology in panels a-c.

Two articles and one systematic review specifically

Aki E et al. 2010

Systematic review: five articles reviewed to Mostly medical students

Technique: educational games

Findings in three of the five RCTs suggested

Blaya J et al. 2010

Bruppacher H et al. 2010

Prospective, single-blinded RCT to

Technique: simulation vs interactive

POC findings: studies were weak but indicated

Intervention group received simulation-based

Prospective RCT to determine if simulation

Residents and labour and

Technique: simulation vs interactive

Simulation-trained teams had superior

RCT to determine if the adult learning

The adult learning model offered only a

Systematic review: 23 articles reviewed to

Bluestone et al. Human Resources for Health 2013, 11:51

Table 3 Summary of articles focused on techniques

Technique: interactive vs didactic

Inconclusive evidence about the use of

Herbert C et al. 2004

RCT to assess the impact of individualized

Issenberg S et al. 2005

Systematic review: 109 studies reviewed

Literature review: nine articles reviewed to Health professionals

The weight of the best available evidence